Transitioning From Studying Examples to Solving Problems: Self-Explanation Prompts and Fading Worked-Out Steps
Atkinson, R. K., Renkl, A., & Merrill, M. M. · 2003
grade Crctindependentmixed
Sample
2 experiments (Exp1: 78 undergraduates)
Population
University and school-based learners; probability problem solving; novices.
Design
2x2: backward fading (completion problems) x self-explanation prompts. Researcher-designed near- and far-transfer, immediate.
Key findings
Faded worked examples (completion problems) plus principle-identification self-explanation prompts produced gains on both near and far transfer without extra time; fading alone helps only near transfer. Researcher-designed, immediate, within-domain.
Genetic confound
Domain problem-solving; no g.
Replication notes
The main lab route from example study toward transfer; but the math meta (Barbieri) found self-explanation NEGATIVE — prompt efficacy is quality-dependent.
DOI / URL
10.1037/0022-0663.95.4.774
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Backward fading vs example-problem pairs (near transfer) | d | ~0.46 | researcher-designed | immediate; lab; near-transfer | active-alternative | end-of-treatment | near-transfer |
| Self-explanation prompts vs none (near transfer) | d | ~0.50 | researcher-designed | immediate; lab | business-as-usual | end-of-treatment | near-transfer |
| Fading + prompts (far transfer) | accuracy | 0.57 vs 0.40 — prompting extends benefit to far transfer | researcher-designed | immediate; within-domain far transfer | active-alternative | end-of-treatment | far-transfer |
Cited by
- Worked examples (studying solutions vs solving problems)moderate supportconf: mediumgc: low